O estágio supervisionado no curso de licenciatura em Ciências Biológicas na Universidade Federal de Goiás – Campus Goiânia
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Data
2013-10-09
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Universidade Federal de Goiás
Resumo
The objective of this study is to understand how it performs Internship Required in Degree in
Biological Sciencesthe Federal University of Goiás, Goiânia Campus, unveiling the different
conceptions expressed in stage activities in this component. With the intention of
accomplishing these purposes, we realized the need for a qualitative approach that involved,
satisfactorily, all the elements of our analysis that, in fact, be understood in their complexity.
From this perspective, we chose the method of case study, for which we used as a tool for
data collection study document. The documents analyzed were the official documents,
national and local, governing training courses for teachers of Science / Biology and
Supervised, besides PPC Course investigated Plans Teaching disciplines Internship and
Internship Reports. The data collected were analyzed using the technique of content analysis
proposed by Bardin (2010). By analyzing the official documents we see that they they
conceive stage as a moment of rapprochement with the school reality, this approach guided a
link between the theory and practice, and reveal a conception of how research stage. Already
the PPC treats the stage as a time of learning techniques, approaching the design stage as
instrumental technique. Regarding the development stage, we realize that there is, to some
extent, coherence between what is proposed in the outlines of the subjects and the stage which
reveals Reports Internship, and both documents reveal that there is a clear distinction between
the types of activities in the discipline Supervised Curricular Training I and the developed in
Supervised Curricular Training II, as follows: at stage I, we observe that the main activities
are: watching school field and elaboration of the diagnosis; design and development of
Pedagogical Intervention Project; Seminar Supervised Training, and the report internship;
already at stage II, the main activities are: observation of the school and the classroom, lesson
planning; semi regency, regency; Seminar Supervised Internship, and report writing stage.
Thus we see that at stage I there a closer relationship with the design stage as research, while
in stage II there is an approach to the design stage as instrumental technique, with only a few
traces of the insertion in the research stage. Addition to activities, create categories which
should assist us to understand / uncover the Supervised, namely: integration in the school
environment; University Relations - field school, teacher's guidance supervisor, teacher
guidance supervisor; interlinked theoretical discussions with practical activities. In general we
believe that the analysis stage of the course presents important advances regarding its
organization and development, which has important contributions to teacher formation.
However, it remains to some adjustments, mainly targeting greater articulation between this
component and other subjects in the course.
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SOUZA, Leandro Nunes de. O estágio supervisionado no curso de licenciatura em Ciências Biológicas na Universidade Federal de Goiás – Campus Goiânia. 2013. 189f. Dissertação (Mestrado em Educação em Ciências e Matemática), Universidade Federal de Goiás, Goiânia, 2013.